10 LEARN YOU LIV E A N D
OBJECTIVES
READING
1 SPEAKING Work in pairs and look at the
photos. What might the people be learning
from doing these activities? How might they
be feeling? In which of the situations would
you most enjoy learning? Why?
2 Think of a memorable teacher you had
in primary school. What made him/her
memorable? Write down your ideas. Then
compare them with a partner.
3 Read the extract from a TV guide below and
answer the questions.
1 What kind of programme is Face the
Questions?
2 Is it the kind of programme you’d watch?
Why (not)?
3 What topics might be discussed on a similar
programme in your country this week?
21.40 – 22.40
Face the Questions
Topical debate as
politicians face questions
from our studio audience.
92
FUNCTIONS: reacting to news
GRAMMAR: reported verb patterns
(review); passive report structures
VOCABULARY: higher education; life
after school
4 2.17 Read and listen to the review of Face the
Questions and the comments which follow. What issue
was being debated and what question was being
answered by the people who commented?
5 Read the comments again. Which of the people
who commented on the review do you think might say
the following things?
1 ‘Future economic growth will be driven by new
innovations in computing.’
2 ‘The best book I ever read was Spend or Save?.
I learned so much from it.’
3 ‘The most important things children learn at school don’t
involve academic subjects but rather how to get along
with others.’
4 ‘More than a third of children in the UK are overweight.
We must do all we can to prevent this horrifying statistic
growing even further.’
5 ‘I hope that none of my children will ever get into debt.’
6 ‘We must remember that our planet belongs to all of us.’
7 ‘I wish I’d learned computing skills at school. I’m clueless
when it comes to doing things online.’
8 ‘Remember the saying, “A healthy body, a healthy mind”.’
6 SPEAKING Work in pairs and discuss the questions.
1 Should less academic subjects such as food technology,
textiles and dance be taught in schools? Why (not)?
2 List the subjects you study at school. Then put them in
order from most to least important. Compare your list
with your partner, giving reasons for your choices. Then
agree together on a final ranking.
3 Imagine one of your subjects was going to be cut from
the timetable. Agree on which subject that should be.
 10 YO U LI V E A N D LE A R N

whatwewatched.com – your guide to last night’s television

Face the Questions was all a bit boring last night, until a
member of the audience asked the panel if the government
was right to abolish free music lessons in schools. That got a
good debate going. Of course, Kathryn Davies, the education
secretary, insisted that they were doing the right thing and
accused the opposition of trying to gain votes by making
claims that were untrue. And naturally, the spokesman for
the opposition, shadow secretary for education, Ian Baker,
accused her of always using the same excuse – the sort of
thing you hear every week. But then a teacher in the audience
suggested that each member of the panel choose one subject,
apart from Maths and English, that they felt should never be
cut from the school curriculum. Typically, none of the politicians
wanted to commit to answering the question.
Ms Davies promised to do everything in her power to protect
all subjects. At that moment, a man in a striking red shirt gently
reminded her of government proposals to cut music lessons
from the curriculum, prompting a mumbled response from Ms
Davies. Mr Baker of the opposition boasted that he’d had a
wonderful state education and had been given the chance
to learn about anything and everything. He recommended
going back to a policy of funding all subjects so that future
generations would get the same opportunities that he’d
enjoyed when he was young.
Well, if the politicians won’t give us a straight answer on
which subject they’d never cut, it’s over to you. Which school
subject do you think is the most important and why?

What children most need to learn in school is how to treat other people with kindness and respect. This is something that should
be a part of all lessons, but if there’s one subject which teaches this more than any other, it’s Literature. By reading the great
classics, children learn about human relationships and how to empathise with others. There’s no greater lesson in life. Jojo71

Information Technology Economics is a subject that
(IT) is the single most isn’t usually taught until later
important subject in on in one’s life, if at all. As
schools today. Technology money plays such a huge
is advancing at such an role in all of our lives, I find
incredible pace and we this rather astonishing. No
need to make sure future wonder the country is in such
generations are able to an economic mess. I feel that
keep up with it. Whoever all children from the age of
controls technology
eight should be taught about
controls the future – we money and how to manage
can’t afford to be left their personal finances.
behind. AnnieMac Ballboy12
I’m not sure there are many people who’d agree with me, but no subject
is more fundamental to our understanding of humanity than Geography.
Geography opens our eyes to the world out there. Through Geography,
children learn that there are different people and cultures in the world and
that the life they know isn’t the only one. A greater insight into others –
that’s what Geography teaches. Ollie55
I think Physical Education is vital. I also think it’s essential that children have
the opportunity to play team sports at school. They teach us to work as a team
and also that, just as in life, sometimes you win and sometimes you lose. But
more than that, we need to increase the amount of exercise our children do in
schools if we’re to begin to tackle the growing problem of obesity. Ajay22

Doing something for the
‘right’ reasons
Before taking a particular course of action, we should
make sure that any decision we make is based on
valid and logical reasons. We must be careful not
to be influenced by reasoning that isn’t relevant. For
example, Mandy says she wants to study Physics
next year because the teacher doesn’t give much
homework. James wants to study Physics next year
because he’s interested in studying Medicine at
university. Whose reasoning is the most valid?
1 Work in pairs. Read the reasons people give for
wanting to go to university. Who has a valid reason?
Whose reasoning is flawed? Why?
I want to go to university after leaving school because …
I can’t think what else to do. Kevin
All my brothers and sisters went. Susan
I want to be in the university football team. James
I want to be a lawyer. Diana
2 Work in pairs. Complete this sentence with two valid
and two invalid reasons.
I want to get married before I’m 25 because …
93
 GRAMMAR VOCABULARY
Reported verb patterns (review) Higher education
1 Read the sentences from the review on page 93 and 1 SPEAKING Match the sentence halves.
complete them with the correct form of the verbs in Then discuss the meaning of the
brackets. Then complete the rule with the reporting verbs expressions and words in italics with
(in bold in sentences 1–3). a partner.
1 The education secretary insisted that they the 1 Anthony sailed through his
right thing. (do) end-of-school
2 [She] accused the opposition to gain votes by 2 He took a gap year in Spain before
making claims that were untrue. (try) starting his bachelor’s degree
3 Ms Davies promised everything in her power 3 He did his master’s degree
to protect all subjects. (do) 4 He wrote his dissertation on modern
5 After graduating, he got
6 He returned to his home country
RULE: Instead of using say and tell, we can use other verbs
to report what someone said more accurately. a full-time over the course of a year.
b a scholarship to do a postgrad course in
Pattern Reporting verbs New York.
+ (person) + blame / apologise / confess / c city architecture.
preposition + congratulate / 1 d exams when he was 18.
gerund He blamed me for not helping him.
e as a fully qualified architect.
+ to + infinitive / decide / 2 f in Architecture at Cambridge University.
that clause They decided to build a gym.
+ gerund or that recommend / admit (to) / regret / 2 Complete the sentences using the words
clause suggest / deny / 3 and phrases in italics in Exercise 1.
He recommended going back to a
policy of funding all subjects. 1 She’s a doctor now. She starts
work at the local surgery next month.
+ (person) + (not) invite / warn
2 He graduates today. He and
to + infinitive They warned us not to take that route.
got a first.
3 She on coastal erosion. It’s a
2 Rewrite the sentences, using the reporting verbs in the list. tough read!
4 He didn’t go straight to university after
apologise | confess | congratulate | deny | suggest
school. He volunteering
0 ‘We’re sorry that we didn’t invite Nick to the party.’ in Kenya.
They apologised for not inviting Nick to the party . 5 She in English Literature this
1 ‘We broke into the office and stole the computer.’ year.
The men . 6 After graduating, I to do a
postgrad course at Warwick University.
2 ‘I didn’t have any idea that the prime minister was planning to
reduce the number of English lessons.’ 7 He doesn’t want to do his M.A. part-
time. He wants to do it and
The education minister .
finish within a year.
3 ‘Well done, Andy! You’ve done a fantastic job!’
8 After her B.A., she went on to
The headmaster . in Medieval History at York University.
4 ‘Let’s all think carefully before we take any action.’
Workbook page 92
The project leader .

3 ROLE PLAY Work in groups of four (A, B, C, D). Students SPEAKING

A & C: Go to page 127. Students B & D: Go to page 128.
You have five minutes to reach a decision on what the
government should invest in. Then, work in pairs and
summarise the discussion using reporting verbs.
Marcus suggested that … Matt convinced Marcus that …
Workbook page 90
1 Choose four of the phrases in italics in
Vocabulary Exercise 1 and use them to
write three true sentences and one false
one about you.
2 In small groups, take turns to read
out your sentences. Ask follow-up
questions to try to work out which
sentence isn’t true.

94
 10 YO U LI V E A N D LE A R N

The relative importance of higher education

1 SPEAKING Work in pairs. Choose one of the statements below and try 2 SPEAKING Now discuss
to convince your partner of your opinion. Student A: you agree with the your real opinion on
statement. Student B: you disagree with the statement. the statement with your
● Being an honest person is more important than being highly-educated. partner.
● If more people had access to higher education, fewer people would believe
everything they heard and read on the news.

LISTENING AND VOCABULARY 6 Choose the correct option to

complete the sentences.
Life after school 1 I’m glad I took / went a gap year
1 SPEAKING Work in pairs and discuss which of these things are before starting my degree course.
typical choices for school-leavers. 2 I’ve graduated and I now have /
● do voluntary work ● go to university do a large loan to pay off.
● do military service ● take a gap year 3 I was very lucky that I went / got
● get a full-time job ● do an apprenticeship a scholarship to do / have my
master’s degree.
2 2.18 Listen to Karima, Jessica and Colin talking about life after 4 I’m going to / doing university
school and complete the table. next year, but I’d like to take /
have a year out first.
Karima Jessica Colin 5 I’m having / doing a course in
1 Did they take a gap year? If yes, how French at the moment and I’m
did they spend it? really enjoying it.
2 How did they finance it? 6 Lots of young working people
3 How do they feel now about the
live with their parents. This means
decision they made? they have / afford a reasonably
high disposable income.
7 I went / got a part-time job to help
3 2.18 Listen again. Which of the three people would you most finance my university degree.
like to talk to? Why? 8 I need to do / have the right
It would be interesting to hear qualifications for the job.
about Karima’s travels. 7 Match the verbs in Column A
with the words and phrases in
I disagree. She sounds very spoilt. I’d rather Column B.
talk to Colin. He seems the most normal. A B
1 earn a gap year
4 2.19Listen to a university lecturer giving her opinion. Answer
2 get into straight to university
the questions. Use your answers from Exercise 1 to help you.
3 afford money
1 Which two things does she say her answer depends on? 4 go a loan
2 What would she think about what Karima did? 5 sit tuition fees
3 Do you think she’d approve of Jessica’s decision? 6 pay off debt
4 What does she say about current trends in gap years? 7 pay an exam
5 SPEAKING Work in pairs and discuss the questions. Workbook page 92

1 Are gap years common in your country at the moment? Have they
ever been common? Pronunciation
2 Which of the lecturer’s views do you agree with? Which do you
disagree with? Why?
Lexical and non-lexical fillers
3 Would you consider taking a gap year? Why (not)? Go to page 121.
4 How would you spend it? How would you finance it?

95
 READING
1 SPEAKING Work in pairs.
Student A: read the introduction and text 1, and answer the question: What is the Mozart Effect?
Student B: read the introduction and text 2, and answer the question: What statistically significant results have
scientists at the University of Leicester discovered?
Tell each other about the article you have read, summarising the key points and including the answer to
the question.

Music, and what you probably

don’t know about it!
We all know that teens love listening
to music around the clock — to help
them relax, fall asleep more easily,
focus better on their schoolwork, or
when hanging out with friends. So
if a scientist claimed that there was
evidence to prove that music does all
these wonderful things, you wouldn’t
question it, right? Because you already
know what great effects music can have
on you. But recently, psychologists have
found out a few new things about music
that you might find interesting — the
effect it has on babies, for example, and
… well, yes, … cows!
[1] None smarter than their peers
In 1993, students at the University of
California listened to ten minutes of a Mozart
sonata and were then asked to do a puzzle.
The scientists conducting the experiment
noticed that the students’ brains became
more active for around ten minutes after
listening to Mozart. From their results, they
came up with a theory known as the Mozart
Effect. According to the Mozart Effect, when
young children listen to classical music,
they become more intelligent. The idea
immediately became popular in the US.
For a while, all new mothers in the state of
Georgia were given a CD of classical music
to play to their babies. The CD, entitled Build
Your Baby’s Brain Through the Power of Music,
was thought to significantly boost babies’
cognitive capabilities. However, children in
Georgia who were listening to these CDs in
the early stages of their lives are not known
to have become smarter than kids of the
same age in other parts of the US, and so it’s
no surprise the project has long since ceased
to exist.
Experts say that there’s really no scientific
evidence to support the claims. They also
say that parents are just too quick to believe
in anything that might help their children.
However, there is some evidence to show that
music can definitely play a very important part
in a young child’s life. Research has indicated
that learning a musical instrument, especially
before the age of seven, can help a child’s
development considerably.
[2] Psychologists’ trials find music tempo
affects productivity
Dairy cows produce more milk when
listening to REM’s ‘Everybody Hurts’ or
Beethoven’s ‘Pastoral Symphony’ than when
subjected to Wonderstuff’s ‘Size of a Cow’ or
the Beatles’ ‘Back in the USSR’, a new study
by music research specialists at the University
of Leicester has found. Each cow’s milk yield
was found to rise by 0.73 litres per day when
the cattle were exposed to slow rather than
fast music.
Psychologists Adrian North and Liam
MacKenzie from the Music Research Group
at the University of Leicester exposed cattle
to fast music, slow music and no music at all
over a nine-week period. The trials involved
playing music to the cows for 12 hours a
day, from 5 am to 5 pm. Dr North claimed:
‘These results are statistically significant. They
reveal that milk yields could be increased
by 3% simply by playing certain types of
music to the cows. We have found that cows
respond to a pleasant auditory environment
by producing more milk. It seems that slow
music had the effect of alleviating stress and
relaxing the animals, which in turn resulted in
greater milk yields.’
So it would seem that it’s not just human
teenagers that enjoy the relaxing influences
of music.

2 Read the texts again and answer the questions.

1 Why were parents given a classical music CD in
Georgia, USA?
2 Were the desired results achieved? Why, according
to experts, do parents tend to easily believe claims
such as the Mozart Effect?
3 What difference did the scientists note between
playing fast and slow music to the cows?
4 What reasons might there be for the increase in milk
production due to slow music?

96

FUNCTIONS
Reacting to news
1 Listen to four dialogues of people talking
2.21
about the news. Number the headlines from 1–4 in
the order you hear them.
Cuts to education budget
Tests for the very young
Pupils get greener learning
Government announces job losses in education
2 Listen again and number the functions
2.21
in the order you hear them. Then mark the
expressions ✓ (= expressing agreement /
satisfaction) or ✗ (= expressing disbelief / protest).
That’s outrageous!
I’m glad to hear it.
1 Finally, someone’s taking things seriously.
They’ve got to be joking.
They can’t do that.
What will they think of next?
That’s the best news I’ve heard in ages.
It’s about time they did something about it.
3 ROLE PLAY Work in pairs. Student A: Go to page
127. Student B: Go to page 128.
GRAMMAR
Passive report structures
1 Read the sentences from the articles. Then
complete the rule.
1 However, children who were listening to these CDs
[ … ] are not known to have become smarter.
2 Each cow’s milk yield was found to rise by 0.73 litres.
RULE: We use passive report structures in more
1formal / informal contexts to report information when
the agent is 2not important / very important. We use
passive report structures with verbs such as say, think,
believe, know, find and consider.
Compare these two pairs of sentences.
A They say that music has a positive influence on
humans, and on animals too.
B Music is said to have a positive influence on humans, and
on animals too.
A They think that people exaggerated the effects of music.
B The effects of music are thought to have been exaggerated.
In the passive reporting structure (B), the underlined
words are the 3subject / object of the sentence. The
word order is:
Present: subject + be + 4 + to infinitive
Past: subject + be + past participle + to + 5
past participle
10 YO U LI V E A N D LE A R N
2 Rewrite the following sentences, using passive
report structures.
0 Experts think a lot more research is needed into
the effects of music on humans.
A lot more research into the effects of music
on humans is thought to be needed.
1 Scientists believe music has beneficial effects on
a number of illnesses.
2 Experts have found that some animals react
strongly to certain types of music.
3 They say lots of experiments have been done.
4 Scientists think that the experiments were an
important breakthrough.
Hedging
1 Which option in each sentence expresses
uncertainty? Choose the correct words to
✓ complete the examples of hedging from the
article on page 96. Then complete the rule.
1 Classical music is believed to have / has a relaxing
effect on most animals too.
2 It seems that slow music had / Slow music had the
effect of alleviating stress and relaxing animals.
3 They reveal that milk yields could be / were
increased by 3%.
4 Music, and what you don’t know / probably don’t
know about it.
RULE: Hedging refers to cautious or vague
language used when a writer 1doesn’t want /
wants to state something as fact.
We use verb phrases such as: seems that, is
thought / believed to be, could be, might be, is
said / thought to have been and adverbs such
as: probably, perhaps and possibly.
2 Replace the underlined verb in each sentence
with the hedging expressions in the list.
is said to have been | is believed to be | seems to
are thought to have been | could help | probably
0 Listening to music makes you learn better.
Listening to music is believed to make you
learn better.
1 Playing music in hospital waiting rooms
improves patients’ moods.
2 My uncle was the best pianist in the country.
3 Early claims about music boosting the brain in
babies were exaggerated.
4 Music helps people become better human
beings and overcome emotional difficulties.
+ Workbook page 91
97
 L i te ra t u re
1 Would you describe yourself or anyone you
know as a daydreamer? Why? What things does
a daydreamer typically do?

2 2.22Read and listen to the extract. What does

Peter daydream about?

The Daydreamer
Th D d by Ian McEwan
Peter Fortune is a ten-year-old boy in the UK. The novel follows him ass he
experiences a life somewhere between dreams and reality, and where he gets
da
transformed into various different things (including the family cat and
grown man). This is an extract about his life at school.

T he trouble with being a daydreamer who doesn’t say much is that the teachers at school, especially the ones
who don’t know you very well, are likely to think that you are rather stupid. Or, if not stupid, then dull. No
one can see the amazing things that are going on inside your head. A teacher who saw Peter staring out the
window or at a blank sheet of paper on his desk might think that he was bored, or stuck for an answer. But the
truth was quite different.
For example, one morning the children in Peter’s class were set a maths test. They had to add up some very
large numbers, and they had twenty minutes to do it. Almost as soon as he had started on the first sum, which
involved adding three million five hundred thousand, two hundred and ninety-five to another number almost
as large, Peter found himself thinking about the largest number in the world. He had read the week before
about a number with the wonderful name of googol. A googol was ten multiplied by ten a hundred times.
Ten with a hundred noughts on the end. And there was an even better word, a real beauty – a googolplex. A
googolplex was a ten multiplied by ten a googol number of times. What a number!
Peter let his mind wander off into the fantastic size of it. The noughts trailed into space like bubbles. His
father had told him that astronomers had worked out that the total number of atoms in all the millions of stars
they could see through their giant telescopes was ten with ninety-eight noughts on the end. All the atoms in the
world did not even add up to one single googol. And a googol was the tiniest little scrap of a thing compared to
a googolplex. If you asked someone for a googol of chocolate-covered toffees, there wouldn’t be nearly enough
atoms in the universe to make them.
Peter propped his head on his hand and sighed. At that very moment the teacher clapped her hands.
Twenty minutes were up. All Peter had done was write out the first number of the first sum. Everyone else had
finished. The teacher had been watching Peter staring at his page, writing nothing and sighing.
Not long after that he was put with a group of children who had great difficulty adding up even small numbers
like four and six. Soon, Peter became bored and found it even more difficult to pay attention. The teachers began
to think he was too bad at maths even for this special group. What were they to do with him?
Of course, Peter’s parents and his sister Kate knew that Peter wasn’t stupid, or lazy or bored, and there were
teachers at his school who came to realise that all sorts of interesting things were happening in his mind. And
Peter himself learned as he grew older that since people can’t see what’s going on in your head, the best thing
to do, if you want them to understand you, is to tell them. So he began to write down some of the things that
happened to him when he was staring out of the window or lying on his back looking up at the sky.

3 Read the extract again. What evidence is there that Peter …

1 likes numbers? 4 is amazed by some things about the universe?
2 isn’t stupid? 5 isn’t understood by some teachers at his school?
3 has an understanding family? 6 gradually understood more about relating to other
people?

98

4 VOCABULARY Match the highlighted words in
the extract with the definitions.
1 a small piece
2 looking at something for a long time
3 not able to do something because it’s too difficult
4 not very interesting
5 nothing (as a number) [pl. form]
6 supported
7 to move off into another direction
8 let out a long breath of weariness or sadness
WRITING
An essay
1 Read the essay and tick the correct option.
The writer …
strongly agrees with the assertion.
slightly agrees with the assertion.
is undecided.
slightly disagrees with the assertion.
strongly disagrees with the assertion.
2 Find expressions in the essay which have
the same meanings as the underlined ones
below.
1 … the most important of which is …
2 For example, it is expensive.
3 Although it’s true that education is expensive,
it is also a fundamental right …
4 With reference to the argument about
salaries …
5 As I see it, there are too many people going to
university …
6 Apart from my personal interest …
3 Read the essay again. Give a short summary
of what the writer does in paragraph …
A is unfortunately no longer always the case. A rise in the number
B of people going to university means that competition for high paid
C jobs is fierce and many graduates are struggling to secure the
D employment they believed having a degree would assure them.
4 Read the essay title and note down your
ideas for and against the statement.
No one should go to university before they
are 25.
Write your essay in 200–250 words
giving both sides of the argument before
presenting your position.
10 YO U LI V E A N D LE A R N
5 SPEAKING Work in pairs and discuss the
questions.
1 What do you think Peter’s teacher should have
done at the end of the test?
2 When is daydreaming a good thing, and when is it
not so good?
3 Which feelings or actions that Peter describes can
you relate to?
Further education should be
provided free to all who want it
[A] When my parents went to university in the early 1990s,
neither of them had to pay their tuition fees. Sadly this is no
longer the case. In a few years I will probably choose to do a degree
knowing that I am likely to leave with debts of around £30,000.
It has made deciding to go to university a huge responsibility.
[B] My own personal interest aside, I can think of a number of
reasons why further education should be free for all and none more
persuasive than it means that it really is open to all, irrespective
of family wealth. Obviously, the government will argue that there
are schemes to help those from poorer backgrounds with funding,
but clearly those from rich families will never have to take financial
factors into consideration when deciding whether to go to
university or not.
[C] Of course there are arguments that refute the assertion
that further education should be free for all, namely that it is
costly and that those who go on to graduate are likely to earn
higher salaries than those who start working at 18. Each of these
will be discussed in turn. While education may be expensive, it
is also a fundamental right for citizens of any society. It is an
important investment in our country’s future and without it our
ability to compete on the world stage would diminish. As for the
idea that having a degree enhances your earning prospects, this
[D] To my mind, too many people are currently going to university,
and as a result the value of further education is falling. University
entrance should be made harder for all and those who are
successful should not have to pay tuition fees. But of course, to
make things fair, the government should also be looking at how to
provide those who leave school at 18 with opportunities to get ahead
in the working world.
99
 C A M BRIDGE ENGLISH: ADVA NCED

LISTENING
Part 4: Multiple Matching Workbook page 97

1 2.23 You will hear five short extracts in which people are talking about an evening class that they
attended.
Task One
For questions 1–5, choose from the list (A–H) each speaker’s main reason for choosing the class.
A to learn to be better at something they’d always enjoyed Speaker 1 1
B to meet new people
C a love of languages Speaker 2 2
D to learn the basics of how to make things out of wood
E to fulfil a long-standing desire to learn something Speaker 3 3
F to improve an existing skill
G the desire to travel Speaker 4 4
H to be able to better enjoy something else
Speaker 5 5
Task Two
For questions 6–10, choose from the list (A–H) what each speaker disliked about the class they chose.
A insufficient time to practise Speaker 1 6
B there were too many students in the class
C some students asked really difficult questions Speaker 2 7
D the poor language level of the teacher
E the teacher had a tendency to talk too much Speaker 3 8
F the teaching method
G the discovery that they had no ability in the subject Speaker 4 9
H some students were not quick learners
Speaker 5 10

SPEAKING
Part 3: Collaborative task
2 Work in pairs or groups of three. Here are some choices that young people have to make.
Talk together for about two minutes (three minutes for groups of three) about what people might have to think about
when making these decisions. Now you have about a minute to decide which of these is the most difficult choice to
have to make.
1 choosing a career
2 choosing a subject to study at college or university
3 choosing a college or university to study at
4 choosing a country to go to in order to improve your English
5 choosing a language (other than English) to learn

100
TEST YOUR SELF U N ITS 9 & 10

VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words.
bachelor’s | prejudice | jury | wrote | made | judge | fees
gap | witness | sailed | fare | justifiable | unbiased | evidence
1 He did a degree at Liverpool University.
2 I wanted to go to university, but I couldn’t afford the tuition .
3 The sentenced the thief to six months in prison. We were surprised by the harshness of his sentence.
4 The took two days to find him guilty.
5 A good referee has to be and fair.
6 He his dissertation on nineteenth-century American poetry.
7 I really wish I’d taken a year before I went to university.
8 It’s never to keep a bird in a cage, is it?
9 No witnesses were found to give , so the police had to drop the case.
10 He through his exams. They were no problem at all. /10

GRAMMAR
2 Complete the sentences with the words / phrases in the list. There are two extra words / phrases.
meeting | never have | rarely | leave | have never | on passing | rarely does | have left
1 The criminals are thought to the country.
2 I heard such a terrible story.
3 She congratulated me the exam.
4 He recommended a few hours earlier so that we’d have plenty of time to get to the airport.
5 I actually met him.
6 he give an interview.

3 Find and correct the mistake in each sentence.

1 Consequently I really like football, my brother prefers rugby.
2 The thieves are thought to steal more than $2 million.
3 No sooner had I got home the phone rang.
4 He’s considered to being the finest guitarist ever.
5 He insisted about paying for dinner.
6 Because of it raining, we stayed in all day. /12

FUNCTIONAL LANGUAGE
4 Choose the correct options.
1 A It took something / anything like 500 men more than ten years to build it.
B And around / area how much did it cost to build?
2 A We’ve got half an hour give or get / take to get to the station.
B That’s fine. I reckon it’ll take us around / least ten minutes to walk there.
3 A Finally, someone is taking / doing things seriously.
B Yes, it’s the best news / report I’ve heard in ages. /8
4 A A flying car?! What will they think of soon / next?
B Really? You’ve got to be serious / joking.
MY SCORE /30
22 – 30
10 – 21
0–9 101